[Teaching_Composition] Why study transfer?
Christiane Donahue
teaching_composition@mailman.eppg.com
Fri, 21 Sep 2007 12:08:12 +0200
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Funny enough, what has made me feel so out of touch with the private
learning lives of students has been having a stepson who attempted college,
and overhearing him/watching him interact with college friends, assignments=
,
requirements... It was a complete eye-opener.
The research definitely needs to take into account multiple aspects, as
Elizabeth suggests. From what I=B9ve seen of European research, though, any
one research project doesn=B9t necessarily explore every angle, just as no on=
e
researcher finds all the =B3answers.=B2 The body of research from a variety of
perspectives is in ongoing conversation. This is one of the things I feel
composition theory as a field has been missing, and it is part of why I=B9m s=
o
excited by Elizabeth=B9s work and other current projects.
Tiane
On 9/20/07 5:01 PM, "Elizabeth.Wardle@notes.udayton.edu"
<Elizabeth.Wardle@notes.udayton.edu> wrote:
>=20
> From Kathy's last post, I love this:
>=20
> "I doubt we know much at all about the private learning lives of students=
."
>=20
> That's how I've felt these four years listening to the students talk to m=
e. I
> am so completely out of touch with their private learning lives. Even wit=
h
> four years of texts and transcipts and an increasing willingness on their=
part
> to tell me sordid details, I still can't really fathom what goes on in
> students' private learning lives. As a researcher I am trying very, very =
hard
> to just listen, not judge, so that the students are willing to talk openl=
y. As
> a teacher, I am, of course, horrified by what Matt did. As a researcher I=
am
> thinking, "I am so happy he was willing to share that with me. How do I
> understand it? What do I do with it?" And I still don't know. As I said
> before, the research on transfer has to be about so much more than cognti=
ve
> skills--it's about personal identity, resistance, genre awareness, rhetor=
ical
> awareness, time, and on and on.
>=20
> Elizabeth=20
>=20
> Elizabeth Wardle, PhD
> Assistant Professor
> Director of Writing Programs
> Internship Coordinator
> Department of English
> Humanities 277
> University of Dayton
> Dayton, Ohio
> 937-229-3003
> ewardle@udayton.edu
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<TITLE>Re: [Teaching_Composition] Why study transfer?</TITLE>
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<FONT FACE=3D"Verdana, Helvetica, Arial"><SPAN STYLE=3D'font-size:12.0px'>Funny=
enough, what has made me feel so out of touch with the private learning liv=
es of students has been having a stepson who attempted college, and overhear=
ing him/watching him interact with college friends, assignments, requirement=
s... It was a complete eye-opener.<BR>
<BR>
The research definitely needs to take into account multiple aspects, as Eli=
zabeth suggests. From what I’ve seen of European research, though, any=
one research project doesn’t necessarily explore every angle, just as=
no one researcher finds all the “answers.” The body of research=
from a variety of perspectives is in ongoing conversation. This is one of t=
he things I feel composition theory as a field has been missing, and it is p=
art of why I’m so excited by Elizabeth’s work and other current =
projects. <BR>
Tiane<BR>
<BR>
<BR>
<BR>
<BR>
On 9/20/07 5:01 PM, "Elizabeth.Wardle@notes.udayton.edu" <Eliz=
abeth.Wardle@notes.udayton.edu> wrote:<BR>
<BR>
</SPAN></FONT><BLOCKQUOTE><FONT FACE=3D"Verdana, Helvetica, Arial"><SPAN STYL=
E=3D'font-size:12.0px'><BR>
>From Kathy's last post, I love this: <BR>
<BR>
</SPAN></FONT><FONT SIZE=3D"2"><FONT FACE=3D"Monaco, Courier New"><SPAN STYLE=3D'=
font-size:10.0px'>"I doubt we know much at all about the private learni=
ng lives of students."</SPAN></FONT></FONT><FONT FACE=3D"Verdana, Helveti=
ca, Arial"><SPAN STYLE=3D'font-size:12.0px'> <BR>
<BR>
</SPAN></FONT><FONT SIZE=3D"2"><FONT FACE=3D"Monaco, Courier New"><SPAN STYLE=3D'=
font-size:10.0px'>That's how I've felt these four years listening to the stu=
dents talk to me. I am so completely out of touch with their private learnin=
g lives. Even with four years of texts and transcipts and an increasing will=
ingness on their part to tell me sordid details, I still can't really fathom=
what goes on in students' private learning lives. As a researcher I am tryi=
ng very, very hard to just listen, not judge, so that the students are willi=
ng to talk openly. As a teacher, I am, of course, horrified by what Matt did=
. As a researcher I am thinking, "I am so happy he was willing to share=
that with me. How do I understand it? What do I do with it?" And I sti=
ll don't know. As I said before, the research on transfer has to be about so=
much more than cogntive skills--it's about personal identity, resistance, g=
enre awareness, rhetorical awareness, time, and on and on. <BR>
</SPAN></FONT></FONT><FONT FACE=3D"Verdana, Helvetica, Arial"><SPAN STYLE=3D'fo=
nt-size:12.0px'><BR>
</SPAN></FONT><FONT SIZE=3D"2"><FONT FACE=3D"Monaco, Courier New"><SPAN STYLE=3D'=
font-size:10.0px'>Elizabeth</SPAN></FONT></FONT><FONT FACE=3D"Verdana, Helveti=
ca, Arial"><SPAN STYLE=3D'font-size:12.0px'> <BR>
<BR>
Elizabeth Wardle, PhD<BR>
Assistant Professor<BR>
Director of Writing Programs<BR>
Internship Coordinator<BR>
Department of English<BR>
Humanities 277<BR>
University of Dayton<BR>
Dayton, Ohio<BR>
937-229-3003<BR>
ewardle@udayton.edu<BR>
</SPAN></FONT></BLOCKQUOTE><FONT FACE=3D"Verdana, Helvetica, Arial"><SPAN STY=
LE=3D'font-size:12.0px'><BR>
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